Teacher Guide - "New Age"

PRESENTED BY

BY

Christine Symchych & Jim McNulty

Dael Orlandersmith Jade King Carroll

DIRECTED BY

MARCH 22 – MAY 1, 2022 | STIEMKE STUDIO This Teacher Guide is designed to be used in the classroom along with Milwaukee Rep’s PlayGuide for NewAge This PlayGuide is available online at: www.milwaukeerep.com/shows/show/new-age/ New Age Teacher Guide written by Lindsey Hoel-Neds

Topics

for

Teaching & Learning:

Personal Narrative Ekphrastic Poetry Interviewing and Transcription

Discussion Questions 1. What have you learned from people of generations other than yours? How have those lessons influenced your life?

2. Is there a (or more than one) piece of music that resonates with you on a deeper level, that is a part of your soul? What song is it? Why do you connect with it so strongly?

4. What expectations does your family, school, or others have for what your life looks like after high school? Are those the same expectations or plans that you have?

5. How do the arts impact your life? Are you a creator or a patron? How do the arts connect you with the world or yourself?

3. What expectations or limitations do people place on you because of your gender?

The Music

of

Our Lives

New Age uses music as almost an additional character in the play, connecting the women and helping them tell their stories. Have students create a playlist that is the “soundtrack of their life” and contains songs that have meaning for them. Encourage students to think about songs that symbolize different parts of their life journeys and aspects of themselves, not just songs they like. After the students have created their playlists, they should write short descriptions of the songs and their meanings - the format is up to you. If students are comfortable, the playlists can be shared with the class in person or via some online means.

Anthony Fleming III and Ernest Perry, Jr. in Ma Rainey’s Black Bottom. Photo Credit: Alan Simons.

Theatrical Autobiography

While New Age is not an autobiographical play, much of Dael Orlandersmith’s other work comes from her own life and experiences, especially several of her one-woman shows. Have students write their own autobiographical dramatic piece.

This can be a monologue, spoken word poem, scene, or short play. After students have written their pieces, have them cast, direct, and plan to perform the pieces for the class or a larger audience.

Dael Orlandersmith. Photo credit: The New York Times

Generational Connections

While the women in New Age exist in different spaces, the connections they share mirror the influence of other generations in many of our own lives. Have students interview someone of another generation in their own life. Interviews could be about historical events that they may have experienced (especially if it’s a tiein with your curriculum), their experiences as a teenager, their connection to the arts, or even life lessons learned.

Once students have completed the interviews, they can be written up in Q&A style or as a narrative article (see interview with some of the creative team in New Age PlayGuide). This also gives you an opportunity to teach about these concepts as well as the importance of accurate transcription. After students have documented their interviews, they can be shared with the larger school or community through a website or some other resource.

Telling Our Stories

One of the most important aspects of New Age is that each woman tells us her story through her own perspective, not the perspectives of others. It is important that we too tell our own stories. Lead students in a personal narrative writing activity to help them tell their story from their own perspective. As the teacher, you may decide if you’d like to have students write on a certain topic or whether you would like to leave the writing open-ended. Some suggestions for possible topics include: the impact of racism or sexism in their lives, the impact of arts on their lives, discovering their passion, or ways they have forged their own paths.

Once students have written their first-person narratives, have them share in an in-person or virtual event that highlights the value of their stories.

Women “Of

a

Certain Age”

In the PlayGuide interview with playwright Dael Orlandersmith, she mentions several inspirational women who are still doing amazing things as they age. New Age is very much about the journeys of women in different life stages. Have students research one amazing woman who did something in her art, career, activism, etc. at a “later age.” Students should create some sort of visual and written profile of this woman to share with the class. These could be displayed in your school, local library, or other community space as a celebration of women.

Art

as

Expression

of

Self

In New Age, each of the women connects to the arts in a different way: Liberty is a musician, Cass is an art patron, Candy is a former actress, and Lisette is a writer. Let students choose a modality of arts, whether visual, performing, musical, or writing to create something about themselves. Leave the project as open-ended or as specific as you wish. A self-portrait, autobiographical narrative or poem, a musical composition, or a monologue are just some ideas. You can choose to give students a specific topic to keep in mind or let them be free to make their final piece whatever expression of self they would like. Have students share these pieces in some sort of class showcase or other celebration of their creative ventures.

Ekphrasis: Art Read the article in the PlayGuide called “Art Inspiring Artists,” especially focusing on the idea of ekphrasis. Ekphrastic poetry is an interesting genre of writing with which to engage students while combining visual art and writing.

from

Art

Share with students examples of ekphrastic poetry. An excellent resource is available at: http://www.english.emory.edu/classes/ paintings&poems/titlepage.html.

After students have an understanding of the genre, let them choose pieces of art that move them. If possible, let them experience art in person in your school’s gallery or hallways, a David Cantor, Cassandra Bissell, and Jonathan Bock in My Name is Asher Lev. museum, or public art around the community. If Photo by Michael Brosilow. not possible, give students access to books and websites with art examples. Many museums now have digitized many of the works in their collections and there are amazing resources available about public art, outsider art, and folk art as well.

After they have chosen their art piece, have them write a poem in a style of their choice inspired by the artwork. Workshop the drafts, revise, and then format final drafts for sharing. If possible, combine final drafts with images of the artworks to make available for other students or community members to experience.

STANDARDS CCSS.ELA-LITERACY.W.11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-LITERACY.W.11-12.3.D: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

CCSS.ELA-LITERACY.W.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)

CCSS.ELA-LITERACY.W.11-12.6:Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.SL.11-12.1.C: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions

on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

CCSS.ELA-LITERACY.SL.11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.)

TP.Cr.18.h: Text/Script: Devise an original or adapt an existing work that incorporates dramatic structure.

TP.P.16.h: Oral Communication: Create truthful, authentic vocal choices based on an internal, emotional interpretation of text.

TP.R.12.h: View Performance: Demonstrate developmentally appropriate audience etiquette at a professional performance.

WI SEL 12.11-A Social Awareness: Learners will be able to demonstrate conversational skills to determine the perspective of others.

WI SEL 17.11-A Relationship Skills: Learners will be able to evaluate constructive feedback and provide constructive feedback when needed.

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