Big River Study Guide by TheatreWorks Education

TheatreWorks S I L I C O N

V A L L E Y

FOR SCHOOLS

BIG RIVER The Adventures of Huckleberry Finn Roger Miller Book by William Hauptman Adapted from the novel by Mark Twain

Music & Lyrics by

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Table of Contents For Teachers and Students • For Teachers: Using This Study Guide 4 • For Students: The Role of the Audience 5

About the Story and Themes • • • •

Plot Summary 6 Mark Twain 7 Why a Musical? 8 The River as a Symbol of Freedom 9

Context • • • • •

Historical Background 10 Language 11 Coming of Age Stories 12 Understanding Differences 13–14 Overcoming Obstacles 15

Resources • Resources and Additional Reading • STUDENT/Student Matinee Evaluation • TEACHER/Student Matinee Evaluation

For Teachers Student matinee performances of Big River will be held on December 6 and 20, 2012 at 11:00 am at the Lucie Stern Theatre in Palo Alto. The production is approximately two and a half hours long, including intermission, and will be followed by a discussion with actors from the show. Student audiences are often the most rewarding and demanding audiences that an acting ensemble can face. Since we hope every show at TheatreWorks will be a positive experience for both audience and cast, we ask you to familiarize your students with the theatre etiquette described on the “For Students” pages.

How to use this Study Guide This guide is arranged in worksheets. Each worksheet or reading may be used independently or in conjunction with others to serve your educational goals. Together, the worksheets prepare students for the workshops, as well as seeing the student matinee of Big River produced by TheatreWorks, and for discussing the performance afterwards. Throughout the guide you will see several symbols:

Means “Photocopy Me!” Pages with this symbol are meant to be photocopied and handed directly to students.

Means “English Language Arts.” Pages with this symbol feature lessons that are catered to California State English Language Arts standards.

Means “Theatre Arts.” Pages with this symbol feature lessons that are catered to California State Theatre Arts standards.

Means “Social Studies.” Pages with this symbol feature lessons that are catered to California State Social Studies standards.

The Role of the Audience All the work that goes into a production would mean nothing if there wasnâ&#x20AC;&#x2122;t an audience for whom to perform. As the audience, you are also a part of the production, helping the actors onstage tell the story. When the performance is about to begin, the lights will dim. This is a signal for the actors and the audience to put aside concerns and conversation and settle into the world of the play. The performers expect the audienceâ&#x20AC;&#x2122;s full attention and focus. Performance is a time to think inwardly, not a time to share your thoughts aloud. Talking to neighbors (even in whispers) carries easily to others in the audience and to the actors on stage. It is disruptive and distracting. Food is not allowed in the theatre. Soda, candy, and other snacks are noisy and, therefore, distracting. Please keep these items on the bus or throw them away before you enter the audience area. Backpacks are also not allowed in the theatre. Walking through the aisles during the performance is extremely disruptive. Actors occasionally use aisles and stairways as exits and entrances. The actors will notice any movement in the performance space. Please use the restroom and take care of all other concerns outside before the show. Cell phones and other electronic devices must be turned off before the performance begins. Do not text during the performance, as it is distracting to the audience members around you.

What to bring with you: Introspection Curiosity Questions Respect An open mind What to leave behind: Judgements Cell phones, etc. Backpacks Food Attitude

Plot Summary Huckleberry Finn lives with his strict foster mother, the Widow Douglas, and her sister, Miss Watson, in St. Petersburg, Missouri. Huck does not like the women’s attempts to “civilize” him and is relieved when his alcoholic father, Pap, takes him back. Huck enjoys living with his father until Pap tries to stab him while drunk. After spreading pig’s blood around Pap’s cabin so Pap will think his son was murdered, Huck flees to a little island on the Mississippi River. Also on the island is Miss Watson’s slave, Jim, who has run away to avoid being sold and is now suspected of being Huck’s “murderer.” Jim tells Huck that he wants to go south to the Ohio River and then escape to a Free State, “I’m going down that river and I’m getting my freedom!” Although Jim reminds Huck that he could end up “hangin’ from a cottonwood tree” for helping him escape, Huck volunteers to go along.

Later, Peter’s daughter Mary Jane tells Huck that Duke and King have sold the Wilkes’ slave Alice and her daughter to different owners, cruelly separating them. Guilt-ridden, Huck confesses all to Mary Jane, but to protect Jim, asks her to keep quiet.

After a storm, a man’s body floats by the raft, but Jim tells Huck not to look at the face. Jim confesses that once he is free, he is going to free his wife and children from slavery. Huck is surprised to hear that Jim has a family and secretly worries that he is going to be blamed for Jim’s “stealing” his family. Later, however, Huck tricks two strangers into believing the disguised Jim is his father, who has smallpox. Terrified, the men hurry off without looking at Jim and give Huck forty dollars.

Soon after, however, another man claiming to be Peter’s brother shows up. The sheriff orders Peter’s coffin be dug up in order to prove Duke’s claim that Peter had an arrow tattoo on his chest. Huck is about to run away, but learns that King sold Jim to a farmer named Silas Phelps. At first Huck is unsure about what to do—obey the law and tell Miss Watson where Jim is, or rescue his friend. After some thought, Huck decides once again to take a chance and “steal Jim out of slavery.”

Jim and Huck are then joined on the raft by two confidence men (con artists) who claim to be a King and a Duke. After Huck and Jim realize they have drifted past the Ohio River and are in Kentucky, a slave state, they agree to help King and Duke in a scheme. In Tennessee, King and Duke pretend they are great actors and sell tickets to a show called “The Royal Nonesuch.” The show is terrible and the townspeople are very angry, but Duke, King, Huck, and Jim make enough money to slip away and head for Arkansas.

At the Phelps’ farm, Silas’ wife Sally thinks Huck is her nephew Tom, who is supposed to come for a visit. Huck pretends to be Tom, then finds out that Tom is actually his old friend, Tom Sawyer. To keep the Phelpses from discovering his trick, Huck sneaks off to stop Tom from getting into town. Tom is overjoyed to see Huck alive and agrees to help free Jim.

In Arkansas, King and Duke discover that a rich man named Peter Wilkes has just died and left his fortune to his two brothers. King and Duke decide to impersonate the brothers, who live in England, and steal their money. After they take Peter’s gold, Huck steals it back, hiding it in Peter’s coffin. Unfortunately, Peter is buried before Huck can retrieve it.

During Jim’s rescue, however, Tom is accidentally shot by Silas. Huck fetches a doctor, while Jim selflessly stays with Tom. Huck and Tom’s ruse is exposed, and Tom finally admits that Miss Watson died two months before and, in her will, ordered that Jim be freed. Jim then confesses to Huck that the dead man they saw on the river was Pap. After saying goodbye to Jim, the nowfree Huck leaves “for the Western Territories.”

From Deaf West Theatre (http://www.deafwest.org/productions/br_discoveryguide.pdf)

Mark Twain Mark Twain was born Samuel Langhorne Clemens on November 30, 1835 in Missouri. He spent his early childhood in Hannibal, a town right on the Mississippi River, and dreamt of being a pilot on a river boat. At the age of 21, Clemens fulfilled his dream and began training on a river boat. It was there that he created the pseudonym Mark Twain—on a riverboat, “mark twain” is a term to mark when the depth of the water was two fathoms, when the river boat was on safe water. Unfortunately, Clemens’ time on the river was short, as river trade was brought to a stand still by the outbreak of the Civil War in 1861. To find work, he traveled west in the summer of 1861 to Nevada, where his brother was Secretary of the Nevada Territory. After trying his hand at silver prospecting (at which he failed), Clemens began working as a journalist for a newspaper in Virginia City, Nevada called Territorial Enterprise. Thus began Clemens long career as the writer known as Mark Twain. Working for newspapers took Clemens all over the world, and in the next 10 years he traveled from the Sandwich Islands (now Hawaii) to the pyramids of Egypt, sending back reports on local culture and his adventures as seen through his humorous eyes. His columns were widely popular, valued for their humor and interesting observations. In 1870, Clemens wed Olivia Langdon and would go on to have three daughters and a son. Sadly, Clemens’ son died at the age of two, but his three daughters all survived to adulthood. After a short time living in

Buffalo, New York, the Clemens family relocated to Hartford, Connecticut, where Mark Twain would pen his most famous novels, including The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn, the inspiration for the musical Big River. The family enjoyed many years of prosperity while living in Hartford, but it didn’t last. A series of bad business decisions left the Clemens family destitute. In 1896, the tragic death of the eldest Clemens daughter forced the family away from Hartford for the rest of their lives. What followed was a dark time for Samuel Clemens, and it showed in his writing. His writing between 1900 and 1910 was labeled as traitorous and many of his works were never published during his lifetime. Clemens’ wife passed away in 1904 as did his youngest daughter in 1909. Four months later, Samuel Clemens passed away in Redding, Connecticut at the age of 74.

CONNECTION: Twenty years from now, you will be more disappointed by the things that you didn't do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover. The quotation above is attributed to Mark Twain. With a partner, discuss what you think he meant. What advice is he giving? Do you agree with this philosophy? Share your thoughts with the class.

Why a Musical? Big River was written by Roger Miller (music and lyrics) and William Haputman (book) after they were approached by Broadway producer Rocco Landesman and his wife, Heidi. Roger Miller was a Grammy Award winning country western musician and songwriter, best known for his honky-tonk style. Though he’d neither read The Adventures of Huckleberry Finn nor had any prior experience writing a musical, Miller agreed to write the music for Big River after discovering the story brought him back to his childhood roots in rural Oklahoma. After a three year development process, Big River finally opened on Broadway in 1985. The musical won seven Tony Awards including Best Musical, and would run for more that 1,000 performances. In 2003, the show returned to Broadway, this time in a co-production with Deaf West Theatre, using hearing, deaf, and hardof-hearing actors using American Sign Language along with the spoken words and songs. Alex Goley and James Monroe Iglehart

So why turn Mark Twain’s famous novel into a musical? There are many benefits to telling a story using a musical theatre structure. Within a musical, the score heightens the emotions. Like in Shakespeare, the emotions of the characters can be so large, so explosive, that only poetry or song can express their true feelings. Musicals create a heightened reality and can move in and out of poetry very easily. There are many styles of musicals and these days almost any subject can be the basis for a musical. Big River follows a traditional and classic musical style, but there are many other styles of musicals. Some musicals are done in a revue style where the works of a single composer or a period are combined into one piece of theatre with little or no plot. There are shows that are opera-style, where almost every word is sung, which can be done in a more classical style, like Phantom of the Opera, or with rock music, like American Idiot and Rent. No matter what the format, a musical gives the artistic team the opportunity to explore themes that are larger than life through music and storytelling.

CONNECTION: Before the show, break up into small groups or pairs. Make a list of musical moments from plays, movies, or TV shows like Glee. For each one of these moments, describe why the character is singing, (for example, in Glee Kurt often breaks into song when he is trying to make sense of his world.) Then, try to answer these questions with your group or partner:

• How are musicals and plays different? • Which do you like better, and why? • What are the benefits of telling a story as a musical? What are the disadvantages?

• Based on what you know about Big River, what do you expect the music to sound like?

• If you’ve read the novel, what moments from The Adventures of Huckleberry Finn would you expect to have songs added to them?

The River as a Symbol of Freedom The majority of Big River takes place on a raft traveling down the Mississippi River, a place near and dear to Mark Twain’s heart. In the novel, the river is like another character, helping to guide Huck and Jim through the story and to their destiny. Mark Twain not only took his pen name from his time on the river, but also pulled from his experiences as a riverboat pilot to color one of his most famous stories. Why a river? For Huck and Jim, as well as Mark Twain (or Sam Clemens as he was known on the riverboat), the river represents freedom. When they are on the river, Huck and Jim don’t have to answer to anyone, they can make their own way in the world. The river is the thing that carries Jim toward the free states and the possibility of living his own life with his wife and children. For Huck, the river takes him away from his abusive father and his life in St. Petersberg. In a letter to a childhood friend, Mark Twain described working on the Mississippi River, saying, “It is a strange study, a singular phenomenon, if you please, that the only real, independent & genuine gentlemen in the world go quietly up and down the Mississippi river, asking no homage of any one, seeking no popularity, no notoriety, and not caring a damn whether school keeps or not.” Lyrics excerpt from the song “Muddy Waters” from Big River,

JIM LOOK OUT FOR ME, OH MUDDY WATER YOUR MYSTERIES ARE DEEP AND WIDE AND I GOT A DREAM OF GOING SOMEPLACE AND I GOT A NEED TO CLIMB UPON YOUR BACK AND RIDE

CONNECTION: Act I features a song called “Muddy Waters,” sung by Jim and Huck as they travel down the great Mississippi River towards freedom. In it, each character sings to the river, explaining the reason for their journey. Imagine you were going on a journey like Jim and Huck, a journey where you leave all your cares behind, whether they are about school or friendships or family or the future. To begin, free write for 5 minutes about what freedom means to you. Then, based on what you wrote, add your own lyrics to “Muddy Waters.” Share your new lyrics with a partner.

YOU CAN LOOK FOR ME WHEN YOU SEE ME COMIN’ I MAY BE RUNNIN’, I DON’T KNOW I MANY BE TIRED AND RUNNIN’ FEVER BUT I’LL BE HEADIN’ SOUTH TO THE MOUTH OF THE OHIO HUCK & JIM SO LOOK OUT FOR ME, OH MUDDY WATER YOUR MYSTERIES ARE DEEP AND WIDE AND I GOT A NEED FOR GOIN’ SOMEPLACE AND I GOT A NEED TO CLIMB UPON YOUR BACK AND RIDE JIM WELL I BEEN DOWN TO THE PAIN AND SORROW OF NO TOMORROWS COMIN’ IN BUT I PUT MY POLE IN THE RIVER BOTTOM AND I GOTTA HIDE SOMEPLACE TO FIND MYSELF AGAIN

Historical Background Big River takes place in Missouri, Kentucky, Tennessee, and Arkansas in the 1840s. In all of these states, slavery was legal until the end of the Civil War 1865. America, pre-Civil War, was a country divided. From early in our country’s history, slavery was a legal practice. However, by 1804, most states north of Mason-Dixon Line had outlawed slavery. Black people, like Jim, were almost always enslaved and had very few rights. Because they were considered property, slaves couldn’t own anything, including land. They couldn’t vote and had few legal protections. They could be tried for crimes, but rarely could they accuse others of crimes against them. They couldn’t marry and slave children could be separated from their parents at any time. Whites frowned on teaching slaves to read and write, although some slaves educated themselves in secret. Most Southerners hated abolitionists, (people who opposed slavery,) who were mostly from the North. Any white person who helped slaves to escape faced years of imprisonment if caught. Being a white person, Huck enjoys more freedoms than Jim, but he too faces limitations. As a boy, a legal minor, Huck is at the mercy of his guardians, Miss Watson and Widow Douglas, and his abusive alcoholic father Pap. In the 19th century, white children were not protected by law from harsh beatings by parents. White parents sometimes ‘sold’ their children as apprentices to farmers and tradesmen looking for cheap labor. Laws requiring children to attend school until a certain age didn’t exist and many poor children left school before they were twelve. In addition, parents controlled their children’s money.

CONNECTION: After reading the paragraphs above, have a discussion with your class about freedom. Ask students the following questions:

• What does freedom mean to you? • Do the issues Jim and Huck face still exist today? • Does Jim’s struggle for freedom relate to your life? How so? What about Huck’s? Do share any of his struggles?

Language Big River is a theatrical interpretation of the novel The Adventures of Huckleberry Finn, by Mark Twain. This novel is often called “The Great American Novel” and was one of the first major pieces of American literature to be written in the vernacular of the time—Mark Twain used regionally specific words and speaking patterns to make his characters come to life. This includes the use of the racial slur “nigger.” Although this word is considered offensive today, it was common and acceptable in the 1840s and is used in Big River to be true to the spirit of the novel. While The Adventures of Huckleberry Finn is still popular today, it is among the most consistently banned and challenged books in the United States, and has been since it was first published in 1885. It is considered by some people to be“course” and “vulgar” because Huck, while a sympathetic protagonist, also behaves badly—he steals, he speaks poorly, he runs away from home and generally rebels against any authority figure (his father, his aunts, “civilized” society). Well known authors of the day disagreed with Mark Twain’s characterization of Huck. Louisa May Alcott, author of Little Women, said, “If Mr. Clemens cannot think of something better to tell our pure-minded lads and lasses he had best stop writing for them.”

CONNECTION: In 2011, a new edition of The Adventures of Huckleberry Finn distributed by NewSouth Books removed all 219 uses of the word “nigger,” replacing them with the word “slave.” The publishers were approached by an English professor at Auburn University in Alabama about making the change because he felt uncomfortable reading the book aloud in his classes and was worried that language was the reason the book was no longer being included on many school reading lists. Can censorship be useful? Is censorship appropriate? What, if anything, should be censored? Have your students do a five minute free write on your ideas on censorship. Then, in pairs, share their thoughts.

• Do you and your partner agree? Disagree? • If you were a professor or teacher, would you consider censoring a book because of language? Because of content?

• What about the use of language in an adaptation of a novel, whether that be a play,

Behavior of the characters is not the only thing that people have disagreed with when it comes to The Adventures of Huckleberry Finn. Most modern scholars focus on the racism present in the novel, though in different ways. Some say that the portrayal of Jim is too racist and stereotypical, some say that it doesn’t attack racism enough. School districts often cite the use of the word “nigger” as the reason the book is banned, as well as its negative portrayal of African Americans.

musical, or movie? Divide the class into two sides, for and against censoring The Adventures of Huckleberry Finn. Have each team research the subject and come up with an argument for their side. Then, stage a debate on the subject. Make sure each side is using facts, not just opinions, to argue their point.

Coming of Age Stories In literature, coming of age stories are those that invite the reader to reflect upon their own lives and experiences and relationship to the world around them. In these stories, the protagonist, who is usually a young person, learns about the world around them and, by the end of the story, comes to understand the world in a new way. Often the characters are not aware this transformation has taken place. Only the reader, as an outside observer, can see the characters’ progression over the arch of the story. ACTIVITY: After seeing the performance of Big River, complete the chart below, tracking Huck’s development over the course of the play. In the large boxes, fill in Huck’s actions during the beginning, middle, and end of each act. In the smaller boxes, list the effects of these actions.

Act One: Beginning

Middle

End

Beginning

Middle

End

Act Two:

Understanding Differences Big River, at its core, is a story about coming to understand and accept the differences that are innate in human beings. Even though Jim and Huck come from very different backgrounds and seem very different from the outside, at the end of the day they are both striving for the same thing: freedom from the things that bind them. Jim, an African-American man living during the time of slavery in America, has few rights and is considered to be property. His journey for freedom is both physical and emotional—he not only wants to live in a place where he isn’t considered property, he wants to be free to make is own decisions. Huck, a young white boy growing up poor in rural Missouri, is also on a journey to freedom—freedom from his abusive father and repressive aunts, and the freedom that comes with adulthood. ACTIVITY: While Huck and Jim experience St. Petersberg and life in Missouri in the 1840s very differently, there are also many things that connect their stories. Using the Venn diagram on the next page, write/draw some things you know about Huck’s background in one circle and Jim’s background in the other. Where do these overlap? Now get into pairs and share some things with your partner about your cultural background and fill a Venn diagram that shows your two backgrounds. Where do they overlap? Where are you different? Afterword, write a paragraph reflecting on this exercise—did you learn anything surprising from your partner? Did you have a lot in common? What were some interesting differences and similarities you discovered? EXTENTION: Turn these personal Venn diagrams into large posters and post them around the classroom. Have a “Student Museum Day” where students can walk around the room and discover things about their classmates. Make a list of three new things you learned and three things you have in common with other people in the class. Three Things I Learned About My Partner: 1)__________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ 2)__________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ 3)__________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Three Things I Have in Common with My Partner: 1)__________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ 2)__________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ 3)__________________________________________________________________________________________________________ ____________________________________________________________________________________________________________

Huck

Jim

My Partner

Overcoming Obstacles In their journey down the Mississippi River, Huck and Jim encounter a series of obstacles: people who want to steal from them, people who want to turn them in, and situations that threaten their entire journey. While Jim and Huck are different characters with different wants and desires, their goal is the same and they work together to accomplish this goal. Think about a time when you have faced an obstacle. This obstacle could be at school, with your family, or in your day to day life. What was it? What was your goal and how did this obstacle keep you from that goal? What did you do to overcome this obstacle? Write about this in the journal space below. If you feel comfortable, share your story with a partner.

____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________

Student Matinees/ STUDENT Feedback Name____________________________________Grade_____________School_________________________________________ Performance Tasks based CA State theatre arts standards Select and complete one of the following activities:

Rewrite the ending of the play. How would you like to see it end? Why?

Pick a moment in the play that affected you. Describe the stage elements that created that moment for you (the script, acting, lighting, music, costumes, set design, sound design and/or direction).

Write a review of the play or an actor.

Describe something you would change in the production. Describe what benefit that change create in the production and why.

Identify and describe how this production might affect the values and behavior of the audience members who have seen it.

Write about any careers you learned about in attending this production. (example, stage hands, set designers, actors, etc.)

Assessment Survey No

Maybe

Yes

Really Yes

I learned a lot from this experience

I would like to do this sort of project again

I will remember what I learned

STUDENT evaluation (cont)

Finish the following statements: The most important thing I learned from this play was: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Besides getting out of school, the best thing about attending this student matinee is: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Learning through the theatre is different from my regular class because: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ If I could change something about attending a student matinee, I would: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ I'm going to use what I learned, saw, or experienced by: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________

Student Matinee/TEACHER Evaluation Name_____________________________________________________________________School___________________________

Please rate your Student Matinee experience below:

Strongly Disagree

Disagree

Agree

Strongly Agree

TheatreWorks maintained communication with me and/or involved administrators at my school

It was clear to me that the production and study guide incorporated curriculum standards

Planning I received sufficient and timely information from TheatreWorks before the matinee

Strongly Disagree

Disagree

Agree

Strongly Agree

M atinee W orkshopsâ&#x20AC;Ś Supported other curriculum areas/subjects

Targeted students' educational needs

Provided a grade-appropriate experience

Engaged students' interest and attention

I would like to learn how to lead more of these kinds of activities on my own in the classroom

Strongly Disagree Post-M atinee Students were engaged in this experience

Disagree

Agree

Strongly Agree

The experience was valuable to my students' education.

The "Performance Tasks" were useful in helping my students understand their experience

I would be interested in bringing more drama related activities into my classroom

TEACHER Evaluation (cont) For your classrooms please list the strengths of watching a student matinee: _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ In terms of your teaching, did this particular Student Matinee give you any arts integration ideas for your curriculum: _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ ________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ We are very interested in your feedback, what worked for you about this experience? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ ________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ What did not work for you? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ Additional Comments: _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ TheatreWorks student matinees tend to fill up quickly, so keep an eye out for next year's selections and book your tickets before it's too late! Information about next season will be available by March 1st. Keep us updated with your current contact information, and let us know if you have friends who would like to be added to our mailing lists.