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Show Companion About TADA!, Using the Guide & Theater Etiquette ........................... Page 1 About Up To You ................................. Page 2 Did You Know? ..................................... Page 3 Mix & Match ........................................... Page 4 Interview with Lyricist, Joanne Bogart ...................................... Page 5 Bullying Today .................................... Page 6 Say What? ............................................. Page 7-8 Crossword Puzzle ............................... Page 9-10 Activities for Young Audiences ............................... Pages 11-14 Glossary of Terms ............................... Page 15
Mission Statement
ABOUT TADA!
For three decades, TADA! has provided young people from all racial, economic and social backgrounds the opportunity to explore and perform musical theater together in an educational, supportive and professional environment. TADA!’s mission is two-fold: to present high-quality musical theater productions performed by talented kids for family audiences; and to provide a safe, creative nurturing place where kids can harness their inherent energy, build their self-esteem as well as realize their true potential through the unique, collaborative art form that is musical theater. Young people gain confidence as well as learn commitment, responsibility, communication and teamwork—skills that are critical to their success in both school and life.
USING THIS GUIDE This Show Companion is a practical, hands-on resource for teachers, parents and kids that contain background information related to TADA!’s production and curriculum-based activities. The contents of this guide may be explored before and after attending the show.
Make The Most Of Your Visit (Tips on Theater Etiquette)
1. Laugh, cry, and sigh – but don’t talk. You hear the actors; they hear you. Any reaction that comes from your experience of the play supports the performance, but shouldn’t distract from it. 2. Please enjoy food and beverages in the lobby – not the theater – and please put any garbage in the garbage cans before the show. Note: Actors will hear if you’re unwrapping food or hard candy. Please do that before or after the show – not during the performance. No food or drink is allowed in the theater. 3. Please silence all phones, tablets and anything else that might make noise or light up during the show. Then, after the show, be sure to like it, tweet it, post it and talk to your friends to tell them how much you enjoyed it! 4. Please stay in your assigned seat. 5. Photographs (with or without flash – and even on your phones) as well as the recording of the show in any way are not allowed. Recording the show is distracting and potentially dangerous to the actors as well as your fellow audience members. Additionally, recording is prohibited to protect the artistic work that went into making the show.
Tips for Group Leaders: • Please arrive approximately 15-30 minutes early. • Assign one chaperon for every fifteen students and ask your chaperones to seat themselves amongst the student group to help support best behavior.
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ABOUT THE MUSICAL Janine Nina Trevens, Artistic & Executive Director and The Resident Youth Ensemble presents
UP TO YOU Who will be elected student president at Hamilton High in 1977? The cheerleader who promises a disco homecoming or the girl who wants to stop the pirate pranks?
MUSICAL NUMBERS Let Freedom Ring Who’s On My Side We Can Have Everything Secret Agents Everyone Makes A Difference We’re Going Broke School Spirit Live and Let Live Up To You
CAST OF CHARACTERS Eric is our narrator. He is a senior at Hamilton High. In addition to being in the band, chorus and drama club, he is also running for Student Council Treasurer.
Book & Music by Eric Rockwell Lyrics by Joanne Bogart Director Janine Nina Trevens Choreographer Joanna Greer Music Director Matthew Gregory Set & lighting Designer Steve O’Shea Costume Designer Keiko Obremski Assistant Director Christina Franklin Production Stage Manager Julia Nichols Technical Supervisor Jacob Platt
The Band
Piano: Matthew Gregory Drums & Percussion: Ed Chiarello Keyboard: Joanna Huang Guitar: Darren Lucas Saxophone (Secret Agents): Sam Perman
Cheerleaders Tracy, Molly, Shelley, Michele and Laura School Newspaper Editors Jenny and Pat Football Players Tom, Bill, John and Jim
Wendy wants to make a difference in the world. Her interests include astrology and the environment. She’s a true individual who doesn’t follow the crowd.
Freshman Janet, Marilyn, Jeff and Leo
Vanessa is the head cheerleader at Hamilton High. She’s all about school spirit.
Little Kids Chris. Mara, Cindy, Russell, Annie, Amy Claude and Kevin
Day family Singers May, Summer, Holly and Independence
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DID YOU KNOW?
UP TO YOU takes place on the campus of Hamilton High School in the fall of 1977. In 1977… EVERYDAY LIFE • • • • •
Subway Ride - $0.50 Soda - $0.88 Big Mac - $0.25 Minimum Wage - $2.30 Tooth Fairy - $0.25
NOTABLE NEWS • January 3 - Apple Computer is incorporated by Steve Jobs and Steve Wozniak • In June 1977, the Apple II goes on sale for base price of $1,298 • July 13 - New York City blackout lasts for 25 hours and results in looting and disorder • September 7 - The U.S. returns the Panama Canal back to the Republic of Panama • The NYC World Trade Center is completed • The first MRI Scanner is tested in Brooklyn • Jimmy Carter was the President of the United States
POP CULTURE • Star Wars opens in cinemas and film-goers line up for hours to see it • The King of Rock ‘n’ Roll, Elvis Presley, dies at the age of 42 from a heart attack • Punk rock music is developed • Popular movies include Rocky, Annie Hall and Saturday Night Fever • Popular music included Rod Stewart, Barbara Streisand, the Eagles, James Taylor, Alice Cooper, Johnny Rivers, Stevie Wonder and Fleetwood Mac
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MIX AND MATCH BELOW ARE POPULAR ‘70s TERMS USED IN UP TO YOU. For fun, match the letter to the number. 1. American pop music recording artists who achieved chart success as a duo in the mid-1970s / early 1980s (e.g., “Love Will Keep Us Together”). They were previously wellknown as backup musicians for Elton John and Neil Sedaka
A: Feather my hair
B: A fro
2. A genre of dance music that became popular in dance clubs and then mainstream society in the mid to late 1970s. Well-known disco performers included The Bee Gees, Donna Summer, KC and the Sunshine Band, The Jackson 5 and The Village People
C: Elton John and Kiki Dee
3. A popular style in the 1970s and early 1980s for women and men. The hair was grown long on both sides with either a side or a center part. The hair was cut and styled (brushed back) at the sides, giving an appearance similar to the feathers of a bird
D: Outa sight!, Far out! and Groovy
E: Captain & Tennille
4. Pop singers that came together to record a hit single, “Don’t Go Breaking My Heart” that was a #1 single that topped the charts for six weeks in mid-1976 5. A shortened version of the term “afro” (also known as a “natural”), which is a hairstyle worn by people with lengthy, kinky hair texture or specifically styled in such a fashion by individuals with naturally curly or straight hair. This hairstyle was particularly popular in the African-American community of the late 1960s into the 70’s
F: Barry Manilow
6. Popular slang terms used in the 1960s-70s for when something was unique, exciting, awesome, and/or “cool”
G: Disco
7. A popular American singer-songwriter and producer best known for such songs as: “Copacabana (At the Copa),” “Mandy,” and “Can’t Smile Without You.” In 1978, five of his albums were simultaneously on the bestselling charts
Answer Key A3 D6 G2 B5 E1 C4 F7
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Q & A WITH LYRICIST JOANNE BOGART Q: You are the lyricist for TADA! Youth Theater’s musical, UP TO YOU. Can you explain what a lyricist is responsible for and how this role differs and complements the work of a book writer and composer? A: The lyricist is responsible for writing the words the characters sing. Lyrics need to be specific to the character and the moment in the story as created by the bookwriter. They need to rhyme and scan correctly to the music of the composer. And, of course, they need to forward the plot and create memorable moments. So, the lyricist works hand-in-hand with the bookwriter and composer to make sure they’re all saying the same thing and that the piece has a unified voice.
Q: As the lyricist for this musical, what did you want to achieve? A: I always love the challenge of writing in a particular style that fits the piece and reflects the sensibilities of the source. In “Alice in Wonderland,” I was trying to capture the charm, wit and cleverness of Lewis Carroll. In “Golly Gee Whiz,” it was the earnestness of the Mickey and Judy musicals of the 1930s. In “Up to You,” it was the pop songs of the 70s. References to Barry Manilow and the Captain and Tennille, and feathering your hair. The idealism in trying to “make the world a better place before it’s too late” and “find a new way to relate.” The specific way it’s expressed is of its time, but the idealism behind it is ageless.
Q What do you want audiences to know about UP TO YOU and your work on it? A: Much of the work is a critique of the political process, especially apparent in an election year. The idea of politicians promising whatever they think the voters want – “we can have everything – and it’s all for free!” The ways the media can spin any event for or against a candidate. Fear-mongering that sells papers – “We tell them disaster is near. Then remind ’em every day – You read it here!” I hope the audience is both entertained and is reminded of the forces behind an election. People are trying to sway you, so don’t believe everything you hear. And never be intimidated. You can make a difference or let it all unfold around you - it’s up to you!
Q: Who would you suggest as the ideal audience for this musical? A: The TADA! audience, of course! We wrote it specifically for you.
ANTI-BULLYING RESOURCES: Centers for Disease Control and Prevention: www.cdc.gov/violenceprevention
Surgeon General’s Report on Youth Violence: www.surgeongeneral.gov/library/youthviolence
Stomp Out Bullying www.stompoutbullying.com
Teaching Tolerance: http://www.tolerance.org
STRYVE: www.safeyouth.gov
Bully Free: http://bullyfree.com
Stop Bullying: www.stopbullying.gov
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BULLYING TODAY In this modern age, the issue of bullying has become even more prevalent, given that technology has made it possible for bullies to reach their potential victim 24 hours a day, 7 days a week, and to anonymously post messages and images that can be distributed quickly to a very wide audience, through a type of bullying that has been deemed cyber-bullying. But there has also been progress in the way bullying has been handled within schools, and it has been shown that schools that choose to adopt (and enforce) bullying prevention policies and procedures, have been successful in minimizing the reported cases of bullying and violence at school (http://www.cdc.gov/ViolencePrevention).
WHAT CAN WE DO?
IF YOU ARE BEING BULLIED... 1. Talk to your parents or an adult you can trust, such as a teacher, or school counselor. 2. Know that you are not the cause of the bully’s actions. Try not to place the blame on yourself. 3. Stay calm. Try not to let the bully see how much he or she has upset you. Bullies are less likely to continue if they don’t get a reaction from you. 4. Act confidently. Hold your head up, stand up straight, and make eye contact. A bully will be less likely to single you out if your project self-confidence. 5. Avoid situations where bullying can happen. Avoid areas that are isolated or unsupervised by adults, and stick with friends as much as possible.
IF SOMEONE ELSE IS BEING BULLIED... • • • • •
Refuse to join in if you see someone being bullied Attempt to defuse bullying situations when you see them starting. Try to draw attention away from the targeted person by distracting the bully with an unrelated question or calling attention to something else in the area Find a teacher, parent or other responsible adult who can stop the bullying as it is happening Speak up and offer support to the bullied student Encourage the bullied student to talk with parents or a trusted adult. Offer to go with the person if it would help. If the student is unwilling to report the bullying and the situation is threatening to his or her safety, you should report the situation yourself, anonymously, if necessary
TO PREVENT BULLYING IN YOUR SCHOOL OR COMMUNITY:
Step 1: Assess the situation: Before action can be taken, it is important to conduct assessments in your school to determine how often bullying occurs, where it happens, and what policies and procedures are already in place. Step 2: Engage the Community: Launch an awareness campaign to make the objectives known to the school administrators, teachers, parents, students and community members. Establish a school safety committee or task force to plan and implement a bullying prevention program. Step 3: Establish policies, rules and consequences: Draft a “Student’s Bill of Rights.” Create school-wide rules, a bullying reporting system and actionable consequences for reported bullying behavior. Enlist the help of all school staff to monitor bullying hotspots. Step 4: Educate Students and School Staff on Bullying Prevention: Request training sessions for school staff to teach them how to recognize bullying behaviors and make sure they are aware of the school’s policies and rules and are equipped to follow-up with the established consequences. Step 5: Build a culture of respect: Use school assemblies, class meetings, newsletters, the school website, and the student handbook to establish a positive climate at school. Establish a reward system that reinforces positive social interactions, acceptance, and inclusiveness.
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SAY WHAT?
A Glossary of Selected Terms from
UP TO YOU 1. Alma Mater: the school, college, or university at which one has studied. 2. Amateurs: one who does something only for enjoyment rather than for money or who is not skilled in a given area or activity. 3. Assault: a violent physical or verbal attack. 4. Astrology: the study of the influence that the stars and planets may have on people’s lives. 5. Bogus: not authentic; counterfeit. 6. Budget: a plan for how much money will be spent and earned during a certain period. 7. Bully: someone who harasses and frightens others. 8. Campaign: a series of planned actions carried out in order to reach a particular goal. 9. Campaign Platform: a set of policies or political stands on various questions, with particular policies. 10. Candidate: a person who seeks to be elected or appointed to a certain position. 11. Circulation: the number of copies of a newspaper or magazine that are sold at a given time, or the selling itself. 12. Comply: to do what is asked or demanded; act in agreement with a rule 13. Conspiracy: a secret agreement among two or more people to do something wrong or illegal; plot. 14. Coward: a person who does not have the courage to face danger, pain, or something difficult. 15. Crooked: not honest. 16. Culprit: a person who is charged with or is guilty of doing something wrong. 17. Democracy: a form of government in which power rests with the people, either directly or through elected representatives. 18. Detention: the detaining of someone for a short time, either as punishment or until a trial can be held. 19. Distort: to make false or change the meaning of. 20. Election: the process of choosing a person for office by voting. 21. Engrave: to cut a design or lettering into. 22. Freshmen: a student in the first year of high school, college, or university. 23. Homecoming: a special event(s) when alumni and alumnae are invited to return to their high school, college or university. 24. Horoscope: a diagram of the relative positions of the stars, planets, and signs of the zodiac at a particular moment, as at the moment of someone’s birth, used by astrologers to predict events. 25. Incognito: in disguise; under a false identity. 26. Inscription: a short dedication or message, usually with a signature, as on a book or picture given to someone. 27. Investigation: the act of investigating (to carefully look and learn the facts; to examine). 28. Jubilee: an occasion or short period of communal rejoicing and festivities. 29. Megaphone: a device shaped like a cone that is held by a person and used to direct the sound of a voice and make it louder.
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30. Natural Resources: materials that are found in nature and that can be used by people in many ways such as fresh water, soil, coal, and forests. 31. Objective: not influenced by personal feelings or opinions. 32. Petition: a formal, written request by many people that is made to a person in authority. 33. Ph.D.: a degree that is earned following college after several years of additional study and the completion of a major research project. Ph.D. is an abbreviation for Latin words which mean Doctor of Philosophy. 34. Phony: not real or genuine; fake. 35. Politician: a person involved in party politics. 36. Pom-Poms: soft material (e.g., threads, feathers, or strips of paper) bound at the center or at one end to form a ball; usually used by cheerleaders in their cheer routines. 37. Prank: a teasing trick; stunt. 38. Scandal: an action, situation, or behavior that seriously offends societal standards of propriety or morality. 39. Student Council: a student group who regularly meet to discuss or make decisions about school community matters. 40. Suspicious: causing questions or doubt; without trust. 41. Treasurer: the officer of a club, business, or other organization who is responsible for taking care of the group’s money. 42. Unanimous: in complete agreement. 43. Undercover: engaged in secret or confidential activities, as a spy. 44. Varsity: the primary team that competes in a sport or other extramural contest on behalf of a school, college, or the like.
Quotes from the musical, UP TO YOU … WENDY: “Sign my election petition? I have good ideas!” CHRIS: “Okay, listen up! Vanessa is a crooked politician, and it’s up to us to catch her! We’re gonna spy on her. Like real secret agents. Go home, get in disguise, and meet back here. We have to be incognito.” MARILYN: “This is a total scandal!”
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UP TO YOU CROSSWORD PUZZLE Find each answers on Page 14.
Across: 2 - May, Summer, Holly and Independence are part of what group?
Down: 1 - One of the core messages in UP TO YOU is, “Everyone makes a __________.”
5 - What does Vanessa take from Eric and then use against him as a form of blackmail?
3 - What is the name of the high school newspaper?
7 - Tom, Bill and John are part of the Hamilton High ________ team.
4 - What becomes the focus of Wendy’s campaign platform?
11 - Vanessa, Tracy, Shelley and Molly are Hamilton High ____________.
6 - This person is the narrator of the story; a senior at Hamilton High; is in the band, chorus and drama club; and is running for Student Council Treasurer.
12 - What plan does Vanessa create, promote and implement whereby students must choose to “either buy a [lottery] ticket or face a Pirate Prank”? 13 - As future President, Vanessa promises new equipment for the football team and the Hamilton High cheerleaders. She also promises to improve what special school event? 14 - As part of a school scandal, Vanessa blames the _________ for not having enough money in the school’s budget by saying he “totally messed things up.” 15 - What does Vanessa promise to include at the school dance? 17 - This person wants to make a difference in the world. Her interests include astrology, the environment, and human rights. She’s a true individual who doesn’t follow the crowd and is running for Student Council President.
8 - What is the name of the Hamilton High football team? 9 - This person is Wendy’s precocious little brother. He’s into spy magazines and leads a secret investigation in an attempt to expose Vanessa’s ill treatment of others, lack of integrity and crooked actions. 10 - Fill in the blanks to the following song lyric: “WE GOTTA HEAR YOUR VOICE BUT FIRST YOU HAVE TO MAKE A CHOICE. ONLY YOU CAN MAKE YOUR DREAM COME TRUE; IT’S ALL _______”! 16 - This person is the head cheerleader at Hamilton High. She’s all about school spirit and is running for Student Council President.
18 – The Hamilton hairdo and plunder are examples of ____________.
POSSIBLE ANSWERS: BRACELET, BULLYING, CHEERLEADERS, CHRIS, DAY FAMILY SINGERS, DIFFERENCE, ERIC, FOOTBALL, HAMILTON HERALD, HOMECOMING DANCE, LIVE BAND, PIRATE PRANKS, SPIRIT, THE PIRATES, TREASURER, UP TO YOU, VANESSA, WENDY
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ACTIVITIES FOR YOUNG AUDIENCES Focus: Civics, Character Education, Creative Writing and Language Arts, History, Social Studies, Theater, Artistic and Creative Expression Related Subjects: Behavior and Life Skills Level: Elementary School (and higher)
THEME 1: POLITICS, POWER & POPULARITY SPECTRUM OF DIFFERENCE Activity & Discussion In 2 large groups This activity allows us to see the potential range of opinion within a group. It is a great way to start discussion about important themes and topics presented in UP TO YOU. -Divide the class into two groups. -Draw two imaginary lines on the floor. Label one end of each line as “Strongly Agree.” Label the other end of each line as “Strongly Disagree.” The middle of each line is labeled as “Undecided.” -The teacher reads aloud various statements such as: -Everyone can make a difference -You have to have money to make a difference -Making a difference starts with the younger generation -It is okay to start small when making a difference -I want to make a difference -In your assigned groups, listen and reflect on each statement then place yourself on your group’s imaginary line drawn on the floor -Once everyone has placed themselves on the line, the class views the spectrum of differences created -Compare the similarities and differences between the placements of the two groups
IF I WERE YOU... Activity (drama-based) In a Large Group -Form two lines facing each other. There should be enough room between the two lines for a single person to walk through -Choose one person to walk through the two lines -The person chosen to walk through the lines is identified as a “presidential candidate” -The presidential candidate is about to make the biggest speech of his/her career -He/she is torn whether to: a) recite a speech full of empty promises in order to secure votes and win the election OR b) recite a truthful yet practical speech that may not have the exact excitement of the first, which may cause him/her to lose the election -Once this critical moment is established, the presidential candidate takes a slow walk through the two lines -Everyone is given the chance to offer the presidential candidate his/her opinion on what to do -Give advice by saying “If I were you…” -After the presidential candidate walks through the two lines, as a group, reflect on the activity (e.g., share and discuss the feelings and thoughts behind your actions and the words of advice given.)
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PERFECT PRESIDENTIAL Discussion & Research CANDIDATE In Groups of 3 Start by examining images of 4 – 6 famous political leaders. Then, in groups of 3: -Provide three words or phrases that describe the impact, ideals or legacy of each leader -Brainstorm ideas on what your group believes are good characteristics of an ideal leader and justify why you believe each characteristic is important -Create a master list of leadership qualities -Think of three influential figures (e.g., musician, actor, athlete or historical figure) who are living or deceased that you believe possess the majority of identified characteristics -On your own, research various examples that demonstrate the leadership qualities of one influential figure (e.g., charitable work, public views on topical issues, etc.) -Join the other two members of your group and from your research, generate a list of examples, which provide evidence of capable and influential leadership -As a group, select one influential figure as the “perfect” candidate to be elected into the role of may or, governor, or president -Designate one member of your group to act as a spokesperson for the group’s candidate. The spokesperson will attempt to sell their candidate to the rest of the class as being the best person for a specific leadership role -After all of the speeches have been heard, the class will decide which candidates should take on the applicable roles (i.e., mayor, governor, or president)
MISGUIDING MEDIA Activity (Creative Writing) In Groups of 2 and as a class As a class, co-create various questions that can be answered using opposing opinions such as… 1) What is better a brain or brawn? 2) Should girls play sports normally reserved for boys? 3) Should girls be on the same sports team? 4) Is cheerleading a legitimate sport? 5) In the workforce, should women and men receive equal pay? 6) Should females and males hold the same level of professional and personal power? 7) If cut-backs are necessary due to a lack of school funding, should the arts, sports, or something else be cut from the school’s budget? Place the questions into a container and in group of 2: -Draw from the container a statement/question in which two opposing points of view can be developed -Each person will take one point of view and will individually write a persuasive paragraph justifying his/her respective “side” -In the form of a mini debate, present (as pairs) your two opposing paragraphs to the class -As a class, vote on which side was the most persuasive
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THEME 2: BULLYING Bullying is any unwanted, intentionally aggressive behavior among school-aged children that involves a real or perceived power imbalance (Stopbullying.gov). Bullying can include overt physical attacks, such as hitting, pushing and kicking or verbal assaults in the form of teasing, name-calling and threatening. Bullying can also take the form of more subtle psychological attacks such as spreading rumors, manipulating social relationships, or engaging in social exclusion, extortion or intimidation. According to the Office of Juvenile Justice, bullying is frequently misunderstood by adults as an unavoidable part of growing up and, as a result, often occurs in the presence of adults who fail to do anything about it (pubs.cas.psu.edu). To put this into perspective, if you consider the type of bullying behavior described above, but imagine that same interaction among a group of adults, those actions would likely be considered harassment or assault and would be punishable by law, and yet that behavior is often tolerated among school children as part of a “kids will be kids” mentality. Bullying is an important and widespread issue that should be taken seriously. Bullying has a negative effect on the social environment of a school and creates an atmosphere of fear among students. Bullying also reduces students’ abilities to learn. Kids who are being bullied are more likely to: • Use alcohol and drugs • Skip school • Be unwilling to attend school • Receive poor grades • Have lower self-esteem • Have more health problems • Be at greater risk for suicide • Retaliate through violent behavior towards others What To Know About Bullying Bullying is widespread in the United States. In a 2013 nationwide survey, 20% of high school students reported being bullied on school property in the 12 months preceding the survey. An estimated 15% of high school students reported in 2013 that they were bullied electronically in the 12 months before the survey. During the 2012-2013 school year, 8% of public school students ages 12-18 reported being bullied on a weekly basis. http://www.cdc.gov/ViolencePrevention/
For another interactive event see UP TO YOU on May 14th at 4pm, then attend TADA!’s Audience InterACTive. Learn a song and dance from the show with members from the cast and staff!
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DO YOU LOVE YOUR NEIGHBOR? Activity (Theater Game) In 1-2 Large Groups As a large group, sit your chairs in a circle, one chair for each person -Select a leader to stand in the middle of the circle -The leader approaches one person and says, “[First name], do you love your neighbor?” -The person in the chair responds, “Yes, I love my neighbor [name of person sitting on left] and [name of person sitting on right], but I especially love my neighbors who [say something true about him or herself].” -Everyone in the circle for whom this statement is true (including the leader) stand up and quickly change chairs. While switching spots, the leader tries to sit in one of the empty chairs as well. The person left standing without a chair takes the next turn as the leader.
TO BE OR NOT TO BE Discussion In Groups of 3-5 Sometimes, we lack the skills to stand up for ourselves and others in a bullying situation or to identify when it’s appropriate to tell someone else about a bully and when it’s appropriate to take a stand on our own. In groups of 3-5, discuss the following questions: -What is the difference between tattling and requesting help? -Would you sacrifice your popularity to “stand up” for someone? -What would you do if you witnessed the four bullying behaviors below? Would you take a stand? -Would you tell an adult? Would you do nothing at all? + Behavior #1: A bully teasing someone at school because she has acne or a skin irritation that makes her look “ugly” + Behavior #2: A bully who brags about stocking and insulting another student who is a “loser” online (cyber-bullying) + Behavior #3: A bully purposefully excluding a male student from a game at recess because he’s a “sissy” or too “girly” + Behavior #4: A bully gossiping about someone’s “nerdy” clothes Share, compare and contrast your group’s opinions/answers with the rest of the class. What are the notable similarities and differences.
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A GLOSSARY OF SELECT TERMS & CAREERS IN THE THEATER BLOCKING: The actor’s movement on stage is known as “blocking.” The Stage Manager writes the blocking notation into the Prompt Script. BLACK BOX THEATER: The interiors of most black box theaters are painted black. The absence of color gives the audience a sense of “anyplace” and allows flexibility from play to play or from scene to scene. Since almost any open space in any building can be transformed into a black box, the popularity and appeal for theater companies to use this type of performance space is high. COSTUME: Anything that an actor wears on stage is referred to as a costume. The Wardrobe department (the department responsible for creating costumes) provides clothes, shoes, hats, and any personal accessories such as umbrellas, purses and eyeglasses. CYCLORAMA (a.k.a. CYC): A curved wall or drop at the back of a stage, used for creating an illusion of unlimited space or distance in the background of exterior scenes or for obtaining lighting effects. DROP: A drop is a large piece of painted canvas that is “flown in” by the flyman (see FLYMAN). DIRECTOR: The person who guides the actors during the rehearsal period as they stage the play. The director is responsible for presenting a unified vision of the play to the audience. DESIGNER: The people who work with the director to decide what the production will look like. Designers must choose the color, shape and texture of everything you see on the stage. There are several areas that need to have designers: costumes, set, lighting and sometimes sound. The designers work very closely with the director to create the environment in which the play will take place. FLYMAN: The person responsible for the manipulation of the scenery which is in the fly gallery (the space above the stage). The scenery is manipulated by ropes attached to a counterweight system. GREEN ROOM: The green room, usually near the entrance to the stage, is where the actors & crew sit while waiting for their turn to go on stage. LYRICIST: a person who writes the words to a popular song or musical. HEAD OF WARDROBE: Responsible for the day-to-day running of the wardrobe department and for unifying all aspects of production. For example, the head of wardrobe oversees the budget, tailoring (including the cutters, first-hands, seamstresses, dyers, etc.), accessories, and millinery. ORCHESTRA PIT: The orchestra pit is the place where the musicians perform during a musical. Usually the orchestra pit
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is between the front row of the audience & the stage. TADA!’s orchestra pit is located on stage left. PROPS: Anything that the audience sees that is not worn by an actor & is not a structural part of the set such as: food eaten during a play, dishes, briefcases, books, phones, curtains, etc. PROPS MASTER: The person who buys items that will be used or adapted to become props. Props masters also purchase the raw material used to build props. PROSCENIUM: A term describing the physical characteristics of a theater. A proscenium theater is one in which the audience & the actors are separated by a picture-frame opening that the audience looks through to see the actors. Surrounding this opening is the PROSCENIUM ARCH. If there is an acting area on the audience side of the proscenium arch, it is referred to as the APRON. SCENIC ARTIST: The people who are responsible for painting & decorating the surfaces of the set. Some of the techniques they use include: wood graining, stenciling, marbling & brickwork. They also paint the drops & scrims that are flown in. SCRIM: A scrim is a piece of gauze that is painted and used as part of the scenery. When a scrim is lit from in front it is opaque, you cannot see through it. When a scrim is lit from behind it is transparent, you can see through it. This allows for many different visual effects to be created by the lighting & set designers. STAGE CREW: The people who ensure that everything runs smoothly on stage during a performance. The stage crew are responsible for changing the sets between scenes & acts. STAGE MANAGER: The person who makes sure that all rehearsals & performances run smoothly. During a performance the stage manager also makes sure that all of the technical elements (e.g., lights, sound, curtains flying in and out) happen at exactly the right time. TECHNICAL DIRECTOR: The person who is responsible for coordinating all of the technical elements of a production. Technical directors work with the people who build the sets, props, costumes, wigs & special effects to make sure that everything runs smoothly. THRUST STAGE: A thrust stage is a stage that is surrounded on three sides by the audience.