Teacher Guide - "Wife of a Salesman"

BY

Eleanor Burgess

DIRECTED BY

Marti Lyons

SEPTEMBER 27 — NOVEMBER 6, 2022 | STIEMKE STUDIO This Teacher Guide is designed to be used in the classroom along with Milwaukee Rep’s PlayGuide for Wife of a Salesman This PlayGuide is available online at: www.MilwaukeeRep.com/Wife Wife of a Salesman Teacher Guide written by Lindsey Hoel-Neds

Topics for

Adaptation

Teaching & Learning:

Women in Modern American Drama

Women in Modern American Drama

Discussion Questions

As a class, discuss other plays students have read or seen and how the women in them are presented. If not researched and discussed already, have students spend some time finding out more about the time periods in which the plays were written and/or set and how those times impacted the portrayal of women in the text. You can also allow students to explore the playwrights of the works they’ve seen and hold scholarly discussions regarding each playwright’s view on women and gender. Once students have done some research, have them discuss as a class how the playwrights and eras influence the plays they have chosen to examine. If possible, have students compare plays across time periods and from playwrights of various genders, races, and backgrounds.

After this discussion, have students do some additional research on notable women characters in modern American drama and present them to the class through slideshows, poster presentations, videos, or other media.

Literary Tropes

1. What expectations are placed on you because of your gender? Do you see those expectations as positive or negative or neutral? Why? 2. Do you think it’s acceptable to rewrite or reimagine characters from someone else’s story? Why or why not?

3. Why do playwrights, authors, and screenwriters reinvent characters that already exist in other pieces of literature? What can these new interpretations add to our understanding of the original work and the characters?

4. Do you think it’s admirable to sacrifice your own dreams and aspirations for those of your family?

Why or why not?

5. Do you think people stay with partners who exhibit many ‘red flags?’

Kate Fry and Amanda Drinkall in the Writer’s Theatre production of Wife of a Salesman.

Photo credit: Michael Brosilow.

Adaptation Wife of a Salesman takes its inspiration from a classic text but takes it in a new direction. Have students select a character (or characters) from a story, play, or movie they know well. Their character should be someone from which we do not get as much perspective. After students have selected their character(s), they should write a new scene or monologue giving voice to that character(s). After writing and revising their scenes or monologues, they should present them to the class.

Literary Tropes Read the article in the PlayGuide about the “Madonna-Whore” trope with students. If this terminology would not be allowed in your school, read the article aloud to students using language that would be acceptable. Define and discuss with students the idea of literary tropes, talking about ones they may have noticed.

Kim Novak’s dual characters in Hitchcock’s Vertigo. Photo Credit: LovelyRita blog.

Have students get into groups and assign them a trope upon which to focus. Set a timer for however much time you’d like (5-10 minutes).

Have groups compete for which group can cite the most examples of their given trope from literature or pop culture. Other teams have the option to question or veto answers if they disagree. You can also play this game using a singular trope for all groups; only unique answers receive points, duplicate answers between teams would get crossed out.

Exploding Atom* and Themes The full class stands in a large, open space in a circle. Explain that a statement will be read. If the participant agrees with the statement they should come as close to the center of the circle as possible. (It can be helpful to model this action.) If the participant disagrees with the statement they should stand as far away from the center as possible within a set boundary. (It can be helpful to model this action). Show how each participant is on their own continuum between “agree” and “disagree” in their response to each statement.

Read the first statement and ask participants to vote with their bodies by moving to the place that best expresses their response between “Yes, I agree” and “No, I disagree.” As you play the game, process and reflect. Someone who is standing closer to “I agree,” please share why. Then, Someone who is standing closer to “I disagree,” please share why. Or, Please turn to the person next to you and share why you are standing where you are standing. Re-set the group to a neutral circle between statements to prepare for the next prompt.

Some statements to get you started (Feel free to add more): •

It is noble to sacrifice your dreams for those you love.

•

Good looks are a good way to get what you want.

•

People of all genders are treated equally in our society.

•

•

Women are better suited to parenting than men.

We have progressed a lot in rights for women and people who are not cis men.

•

Being “well-liked” by others is important.

•

If one has a problem, they should confront it directly.

•

Your partner’s needs should be more important than your own.

*This game can be very high stakes and high emotion. You know your students best and what guidelines and boundaries may need to be set or whether they can handle this activity.

Conversation with the Playwright After viewing the play, have students come up with a list of questions they have for playwright Eleanor Burgess. Once lists have been created, have students read the Q&A with Burgess in the PlayGuide. As a class, discuss what they learned from the Q&A and if they still have questions, have them do some more exploring on Milwaukee Rep’s social media and website to gain more information.

The Inspiration for the Play If the students have not read Death of a Salesman or seen it before, having an understanding of it can help enhance their understanding of Wife of a Salesman. (Students will still have a lot to discuss and will be able to understand the play without direct experience or understanding of Death of a Salesman.) If your class time allows, have students view a film adaptation or read the play to have the appropriate frame of reference. There is a 1951 theatrical film or a 1985 made-for-television film available for viewing.

Playwright Eleanor Burgess.

After viewing the film or reading the play, have students discuss the characters of Linda and The Woman to prepare for their experience diving deeper with them in Wife of a Salesman.

Michael Kroeker and Lee Ernst in Death of a Salesman at Milwaukee Rep, 2010/11 Season. Photo Credit: Michael Brosilow.

Sharon D. Clarke and Wendell Pierce in the Young Vic Production of Death of a Salesman. Photo credit: New York Times.

Kate Fry and Amanda Drinkall in the Writer’s Theatre production of Wife of a Salesman.

Photo credit: Michael Brosilow.

STANDARDS CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-LITERACY.RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.11-12.3:Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CCSS.ELA-LITERACY.RL.11-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

CCSS.ELA-LITERACY.SL.11-12.1.D: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

CCSS.ELA-LITERACY.SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

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.

TP.Cn.13.h: Cultural Social Context: Compare and contrast how two or more cultural and/or historical traditions impact production, text, or script.

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.

WI SEL 14.11-A: Social Awareness: Learners will be able to develop ethical arguments from a variety of ethical positions to evaluate societal norms.

CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, 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.

WI SEL 15.11-A: Relationship Skills: Learners will be able to maintain positive relationships and use effective strategies (e.g., boundary setting, stating your needs, and recognizing warning signs) to avoid negative relationships.

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.

MILWAUKEE REP EDUCATION & ENGAGEMENT DEPARTMENT The Education & Engagement Department offers pre- and post-show workshops and classroom residencies.

CONTACT US: Milwaukee Repertory Theater Education & Engagement Dept.

108 E. Wells Street, Milwaukee, WI 53202 www.MilwaukeeRep.com | 414-224-9490 For questions or to schedule a workshop, please contact: Ro Spice-Kopischke, Education Coordinator at rspice-kopischke@milwaukeerep.com or 414-290-5393

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